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Fostering Ideological Awareness in the Context of Postsecondary Biology through Open-source Course Modules

通过开源课程模块培养中学后生物学背景下的思想意识

基本信息

批准号：
2120934
负责人：
Cissy Ballen
金额：
$ 30万
依托单位：
Auburn University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-10-01 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120934&HistoricalAwards=false
关键词：
Fostering Ideological Awareness Context Postsecondary

项目摘要

This project aims to serve the national interest by developing and testing a curriculum that integrates ideological awareness modules into existing science content – with an initial focus on introductory biology. Ideological awareness is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. Science is often presented as a purely objective discipline, far removed from societal issues. However, by contextualizing societal and ethical considerations into biology curricula, we highlight critical unquestioned assumptions of individual scientists and ideologies that can bias research. The absence of discussions on these topics communicates a vision of biology as objective and enlightened; however, the discipline is subject to the same human biases as any other entity. Teaching ideological awareness enables students to challenge prevailing worldviews and the status quo. This research will evaluate how the inclusion of ideological awareness in instructional materials affects student learning and experiences in science, as well as how to use science. Teaching materials developed and tested in this project will be freely available to the STEM education community for use in biology classrooms that highlight ideological awareness.This discipline-based education research study will evaluate the impact of introducing content modules with an explicit focus on ideological awareness to undergraduate students across multiple institutions. Project personnel will design new teaching materials that address unethical experimentation and its relation to human rights evolution; how biological science shapes societal views on identities; and persisting societal biases shaped by historical beliefs in biology. The study will address three research aims. First is to research a national sample of biology instructors to explore perceived barriers to ideological awareness instruction in class and pedagogical approaches to teaching ideological awareness. Second is to conduct pre/post-course semi-structured interviews with instructors to address their perceptions of barriers, comfort, and pedagogical approaches to understand how modules impact how instructors discuss ideological awareness in their classroom. Third is to assess how incorporating modules focused on ideological awareness into biology courses affects student experiences in science (i.e., cognitive, emotional, and social engagement); learning in science (i.e., indicators of retention in STEM careers); and learning to use science (i.e., emotional competency). The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过开发和测试将意识形态认识模块纳入现有科学内容的课程来服务于国家利益-最初侧重于生物学入门。意识形态意识是对塑造当代和历史科学的偏见，刻板印象和假设的理解。科学通常被视为一门纯粹客观的学科，远离社会问题。然而，通过将社会和伦理考虑纳入生物学课程，我们强调了可能使研究产生偏见的个别科学家和意识形态的关键的不容置疑的假设。缺乏对这些主题的讨论传达了一种客观和开明的生物学愿景;然而，这门学科与任何其他实体一样受到人类偏见的影响。教育意识形态使学生能够挑战流行的世界观和现状。本研究将评估在教学材料中纳入意识形态意识如何影响学生在科学方面的学习和经验，以及如何使用科学。该项目开发和测试的教材将免费提供给STEM教育界，用于强调意识形态意识的生物课堂。这项基于学科的教育研究将评估在多个机构的本科生中引入明确关注意识形态意识的内容模块的影响。项目人员将设计新的教材，阐述不道德的实验及其与人权演变的关系;生物科学如何影响社会对身份的看法;以及生物学历史信仰造成的持续社会偏见。该研究将涉及三个研究目标。一是以全国生物教师为研究样本，探讨课堂意识形态教学的感知障碍和意识形态教学的方法。其次是进行前/后课程半结构化访谈的教师，以解决他们的障碍，舒适度和教学方法的看法，以了解模块如何影响教师如何在课堂上讨论意识形态意识。第三是评估将注重意识形态意识的模块纳入生物课程如何影响学生的科学经验（即，认知、情感和社交参与）;科学学习（即，保留在STEM职业生涯的指标）;和学习使用科学（即，情感能力）。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。